Graduate nurses’ perception on assessment feedback in blended learning courses at the University of Rwanda

Abstract

Constructive assessment feedback is considered as one of the learner-centered pillars in blended learning mode. Therefore, its effectiveness depends on the ability of teachers to give it and on learners’ competency to use it. This study attempted to explore the graduate nurses’ perception on assessment feedback in blended learning courses in a public higher learning institution in Rwanda, specifically at University of Rwanda. To achieve the study outcomes, qualitative descriptive design was used whereby semi structured interviews were conducted to collect data from 15 enrolled learners in a Master’s programme of Nursing. The sample size was taken purposively with respect to gender and working area. Thus, thematic analysis approach was used to analyze and interpret interviews that were recorded verbatim and then transcribed. The findings of this study revealed that different types of assessment feedback functions were used by teachers in blended learning such as feedback in the form of evaluating, validating, explaining, praising, encouraging, enhancing, developing learning, and conversing. Different channels were used including paper based, Learning Management System, email, videoconferencing tools such as Zoom, Google Meet, and WebEx. According to the findings, the assessment feedback helped graduate nurses to position their level of achievement of learning outcomes through identification of discrepancies between their current achievement and desired learning achievement. In this connection, assessment feedback enhanced lifelong learning as it leads graduate nurses to deep learning. On the other hand, the participants identified some challenges against feedback effectiveness including delay in giving the feedback, teachers’ reluctance to provide assessment feedback, inadequate digital infrastructures, poor digital literacy among teachers and graduate nurses, and cultural barriers. This study suggests that effective feedback should be seen as a mechanism to improve the process of blended learning and teaching in higher learning institutions. Thus, the findings of this study can inspire not only learners and teachers to take advantage of assessment feedback, but also learning institutions to set up strategies and curricula that foster best practice for assessment feedback in blended learning and teaching practice. v Hence, the University of Rwanda is recommended to increase the digital learning infrastructures and establish a mechanism to enhance the culture of assessment feedback. The teachers are recommended to consider the feedback assessment as one of teaching and learning tools and acculturate assessment feedback in their daily work. Graduate learners are recommended to use assessment feedback as a tool of self-learning, deep learning and lifelong learning.